Title: Life Science: Sonoran Desert Grade Level: First Grade Subject Area: Science/Technology Time Frame (when, duration): Beginning of year for tech instruction/4th quarter for final project
Description
Summer: Complete the first four sections Workshops: Complete the entire proposal or modify to your district and/or school's guidelines
Summary of Unit A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.
The intent of the lesson is to integrate life science with technology in order for learners to understand that all organisms cohabitating in the Sonoran Desert are interdependent for the purpose of survival.
Essential Questions What will guide student inquiry?
Plant and animal life are interdependent organisms. There is a symbiotic relationship among all naturally occurring life forms that afford the opportunity of survival and growth within their physical habitats. The fundamentals of the life sciences are often based on the recognition of this point. Knowing this, how can we determine which plants and which animals are meant to cohabitate within the Sonoran Desert in order to support and benefit each other?
Academic Standards Include technology. Use district standards where applicable, targeting performance objectives you will assess.
AZ Standard 4.3.1; Local Plants and Animals; Identify some plants and animals that exist in the local environment.
AZ Standard 4.3.3; Interdependence of plants and animals; Describe how plants and animals within a habitat are dependent on each other.
AZ Standard 1.4.1; Digital Creativity Tools; Use digital creativity tools to develop ideas and create a project.
Student Outcomes What will students learn and do?
Students will be able to identify and describe animal and plant life indigenous to the Sonoran Desert.
Students will be able to analyze and infer why plants and animals within their natural habitats are interdependent organisms. http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Assessment Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.
Student assessment will consist of: participation in digital-guided investigation, and communicating the results of the investigation using digital creativity tools.
Background Knowledge of Lesson: Students should have a rudimentary understanding of the difference between plants and animals, as well as the names of plant and animal species indigenous to the Sonoran Desert.
Procedures for Lesson - Steps in the process - Responsibilities - Guiding - Questions - Student products
1. Built on prior knowledge of plant and animal life by chorally reading Harcourt Science Anthologies.
2. Held whole group discussion about Sonoran Desert plant/animal life while mind-mapping pertinent scientific vocabulary, and details.
3. Implemented library resources and Brainpop Jr. video for independent investigation of roles played by prey/predators in the Sonoran Desert.
4. Students drew Sonoran Desert habitats with selected animals/plants.
5. Students followed up with written reports with a focus of selected wildlife.
6. Mini Lesson regarding proper procedures for operating digital equipment.
7. Students performed digital story (acting, filming).
8. Students completed editing process, i.e., selecting usable footage, and reshooting poor quality footage (strong teacher guidance necessary).
Final Director’s Cut to be debuted during Rover’s Celebration of Learning (Thursday, May 10, 2012).
Tools and Resources - Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other
Projector, MacBook, Brainpop Jr. (www.brainpopjr.com), Greenscreen, Tripod, Digital Camcorder, Digital Camera, “Brown Bear, Brown Bear,” by Eric Carle, Harcourt Science Leveled Readers and Anthologies, Thinking Maps, Other Library Resources.
Learning Environments - Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable
Rover Campus (classroom, library, and playground).
Educator: Facilitate group investigation and discussion about interdependence of Sonoran Desert wildlife.
Scaffold learning via research partners (ELL’s, General Population, Gifted, Special Ed) *Please note, all students were required to complete scientific investigation and exploration at appropriate level of learning. There was no “lead” researcher. All respective thoughts and ideas were valued, and implemented.
Project Overview
Title: Life Science: Sonoran Desert
Grade Level: First Grade
Subject Area: Science/Technology
Time Frame (when, duration): Beginning of year for tech instruction/4th quarter for final project
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal or modify to your district and/or school's guidelines
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
AZ Standard 4.3.3; Interdependence of plants and animals; Describe how plants and animals within a habitat are dependent on each other.
AZ Standard 1.4.1; Digital Creativity Tools; Use digital creativity tools to develop ideas and create a project.
What will students learn
and do?
Students will be able to analyze and infer why plants and animals within their natural habitats are interdependent organisms.
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- 1. Built on prior knowledge of plant and animal life by chorally reading Harcourt Science Anthologies.
- 2. Held whole group discussion about Sonoran Desert plant/animal life while mind-mapping pertinent scientific vocabulary, and details.
- 3. Implemented library resources and Brainpop Jr. video for independent investigation of roles played by prey/predators in the Sonoran Desert.
- 4. Students drew Sonoran Desert habitats with selected animals/plants.
- 5. Students followed up with written reports with a focus of selected wildlife.
- 6. Mini Lesson regarding proper procedures for operating digital equipment.
- 7. Students performed digital story (acting, filming).
- 8. Students completed editing process, i.e., selecting usable footage, and reshooting poor quality footage (strong teacher guidance necessary).
Final Director’s Cut to be debuted during Rover’s Celebration of Learning (Thursday, May 10, 2012).- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Educator: Facilitate group investigation and discussion about interdependence of Sonoran Desert wildlife.
Student Roles: Scientific Researchers, Technology Specialists, Thespians, Directors, and Stage Hands.
Special Ed, Gifted, ELL